We were intrigued by Kieran’s profile apparent balance between
his own research and role as a research developer, and asked if he’d
like to tell us more about how he manages to find space for both.

When is a cat not a cat?

The term ‘academic’ is often used as synonym for university lecturer. A lecturing position is the expected career path for many
postgraduates when they begin their PhD, and understood to represent the
pinnacle of academic achievement; proof that it was all worth it in the
end.

Times are changing. This is noticeable from the way in which funding bodies and national organisations such as Vitae, here in the UK, are offering advice and guidance to postgraduates on alternative career routes.

This is echoed by the appearance of the #altac and #postac
hashtags on Twitter, which PhD students, postdocs, adjuncts, and other
researchers are using to voice their interests and thoughts on pursuing
alternative careers both within and outside of academia.

But do you leave academia behind when you leave the institution?
Isn’t academia something that exists beyond bricks and mortar?

And what
of those that stay within higher education, but are not employed as
lecturers or researchers? Are these people no longer academics? Have
they become administrators overnight? Should the title of academic be left at the gates of the department as you leave?

As a Researcher Development Officer at Bath Spa University, I am
primarily responsible for developing and delivering bespoke training on a
range of research skills for postgraduates, early stage researchers,
and more experienced members of research-engaged staff.

As part of my job, I also contribute to and advise on research policy
and strategy, and assist with the development and writing of funding
applications. While I’m doing all this, I try as best I can to keep my
own research interests ticking over.

Although I am not required to
deliver on research as part my role, undertaking research is important
to the way in which I develop and deliver my training events, and
formulate ideas for development sessions and workshops.

By adapting the research skills I acquired during my PhD, I have
expanded my research interests to include new areas that are directly
related to the work I am currently undertaking.

As research development is a constantly changing field and strategies
and approaches for support are by no means set in stone, there are many
opportunities for undertaking research into areas that are of pressing
concern (such as open access, digital skills and tools, research-led
teaching and research impact).

For example, I am currently involved in a
research project that explores why an arts-based/ creative practice
doctorate is not considered as a professional qualification.

The
learning from this project has the potential to directly inform the work
I undertake as part of my role, and rethink skills-based training for
our doctoral researchers.

With a background and passion for music and musicology, I also try to
keep my interest in these areas alive. To ensure that I use my time
effectively, I have moulded my interests so that my interest in
musicology becomes embedded within my research development role.

My
exploration of how digital platforms have altered the way in which we
listen to and understand music has, for instance, informed my thoughts
on the role of digital technologies in research and higher education.

Connected to this digital work, I undertake research that explores
the notion of cultural value and affective and immersive audience
experiences.

Again, while this could be considered purely academic, it
also provides me with a direct means of considering current debates on
impact (particularly within the arts) and how this is transforming the
research landscape.

By connecting research development to research, I provide myself with
a way to continue my research while meeting institutional targets and
priorities. I tend to avoid disciplinary-specific conferences (or attend
those in my own time), and focus instead on conferences that explore
interdisciplinary connections, impact, or research development and
policy.

Similarly, if I’m writing an article for a specific musicological
journal that focuses on music theory or analysis, I would do this in my
own time.

Articles for research development journals, or those concerned
with impact or creative practice, I might be able to factor into my
weekly workload, but this is worked out on a case-by-case basis.

I still apply for research funding, particularly when the bid in
question reinforces the work I am undertaking in my research role. There
have been a number of bids announced recently in the UK that have
explored ideas of open access, graduate training, and creative practice.

At this point, I would stress that I’m not arguing that all
researcher development officers and managers should undertake research,
as a research office requires a whole range of skills sets and
expertise.

Embedding research into my role, however, is my way of optimising and
utilising the skills I have acquired as a researcher to support my
development and contribution to this role and the university.

The term ‘academic’ is problematic and can have a detrimental effect
around the thinking about career paths for doctoral researchers and what
might be considered ‘suitable’.

It would also be useful to more
thoroughly interrogate the way in which research and research degrees
are understood by the wider world.

We need to be clearer about what the
various career paths and opportunities there are beyond the PhD, and we
need to remove the stigma that surrounds those who opt for a
non-lecturing position or an option outside of higher education.

Taking a job outside of academia, or within policy or professional
services, does not mean that you have left academia behind. There is
still the potential to contribute to research agendas, attend
conferences, and write journal articles.

By valuing research as a skill that is applicable in a wide range of
sectors, the value of the academy and research becomes clearer, and
career routes for researchers more varied and permeable.

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ABOUT ME

Dr Robert Muller is an experienced, and well-published author, teacher and researcher who has been teaching and conducting research in Sociology, Criminology, Politics and Public Health in the university sector since 1993. In addition, Robert has been teaching English as a Second Language (ESL) since 1984 in a range of different cultures, including Turkey, Italy, England, and Australia.